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Pavlina Hadjitheodoulou – Loizidou
Department of In-service Teacher Training
Cyprus Pedagogical Institute
PROFESSIONAL DEVELOPMENT,
MENTORS AND TEACHERS IN PRIMARY
AND SECONDARY EDUCATION IN CYPRUS
REPUBLIC OF CYPRUS
MINISTRY OF EDUCATION
AND CULTURE PESTALOZZI
CYPRUS PEDAGOGICAL
INSTITUTE
Developmental stages in teachers’
careers
Initial education and training of teachers
From beginner teacher to established expert
From early management to skilled leadership
The consultant practitioner
The teacher entering retirement
(Brighouse, 1995)
Developmental stages
Career Entry (1-3 years)
transition from student to teacher
what that role change means for the new teacher
teachers learn certain skills quickly
classroom management,
feeling at ease with parents
how not to panic
trial and error
Teachers try out different methods to find the ones which are most
natural to them
Developmental stages
Stabilization Phase (4-6 years)
teachers become more comfortable in their role
their confidence and sense of independence increase
focus more on teaching practice
expanding pedagogical strategies
designing more interesting and stimulating lessons
feeling more at ease with their colleagues
finding a happy medium on the time demands
dynamic character of the phase
experiencing moments of insecurity and frustration
Developmental stages
Experimentation and Diversification (7-25 years)
high level of comfort
engaged in seeking out new challenges and stimulation
sense of effectiveness has often been achieved
able to apply a new level of creativity to planning
accepting criticism
motivating uninterested students
increasing the degree of differentiation in classroom
Initial teacher education in Cyprus
Education System
Preprimary and Primary Education
Four-year course leading to a BEd degree
School experience as part of the program of study
Student teacher appointed to a classroom teacher
Secondary and Vocational Education teachers
Seven-month pre-service teacher training course for university
graduates who are to be appointed
School experience as a main part of the program of study
Trainee appointed to a mentor teaching the same subject
Reflection thinking as a main part of the school experience
Pre-service training for Secondary
and Vocational Education teachers
The aim is to enable university graduates to teach
through a combination of theory and practice
theory is based on accumulated experience
practice is based on a system of principles and
generalisations
School experience as part of the
Pre-service training program
Reflective thinking as a core part of the process for cognitive
change and learning
“the act of knowing” involves “a dialectical movement which
goes from action to reflection and from reflection upon action to
a new action.” Freire (1972)
“Self – reflection is at once intuition and emancipation,
comprehension and liberation from dogmatic dependence”
Habermas (1972)
Reflection on a given pre-understanding brings before me
something that otherwise happens behind my back.”
Gadamer(1977)
Reflection thinking in school
experience
The activity is revisited cognitively
Phase 1: writing down whatever is
worthmentioning
Phase 2: positive and negative elements are pointed
out (procedures, answers, attitudes, materials,
reactions etc)
Phase3: alternative decisions/actions are produced
School experience assessment
Α. Quantity and quality of reflections (30%)
Β. Quantity and quality of teaching (60%)
Preparation
Procedures
Learning environment
Γ. School report (10%)
The role of mentors in the pre-
service teacher training program Liaison between the school and the university
Cooperation with the deputy head for the school experience
schedule
Guide and support the trainee in trying on Constructivistic approaches
Differentiation
Formative assessment
Classroom management
Discussing, Giving feedback, Encouraging reflection
Enabling particiaption and getting acquainted with different
aspects of school life
Counseling on curriculum issues, materials etc
Induction program in Cyprus
Education System
Reciprocal personal growth for both mentors and novice
teachers – different developmental stages of teacher
career Mentoring relationship between the new teacher and the
mentor Professional development of both mentors and new
teachers
Change and development of the school culture and school system
Key components Theory and practice
Mentors and novice teachers at different stages of their
careers
Mentoring through
Observation
Teaching
Reflection
Why observing? One of the prime means of becoming professional
Not just simply watching others who are competent
but reflecting on and incorporating what is seen and
heard in one’s own behaviour
Observing accompanied by
psychological readiness
tools for observing and categorising and recording
what is seen
pedagogical content knowledge
Why reflecting? Classroom observation does not guarantee teacher change
and improvement
There is need to reflect on observation
“while you are observing other to learn about their approaches to
teaching you will be learning to observe yourself.”
The dynamic model as a lens for self
improvement
…For becoming aware of one’s own behaviour
…Discovering alternative instructional pracices
and exploring solutions for instructional
problems
Determining personal teaching strengths
Focusing reflection on IMPORTANT areas of
teacher effectiveness – based on the dynamic
model
INDUCTION PROGRAMME
Centrally based Training
Phase A’ & C’
Work in the School Unit
Phase B’
INDUCTION PROGRAMME - CONTENT
Phase A’ – Centrally based training
Setting the “scene” – getting acquainted with the tools and procedures
Phase B’ - Work in the school
Exploring newcomer’s needs- the profile
Developing action plan
Observation
Phase C’ – Reflection conference
Reflection over the mentoring experience
Support Group – Teacher Trainers
Provide support to both mentors and novice teachers
Meetings at school
Enable reflection
Continuous contact with
Enable the development of a community of practice
Challenges - Obstacles in the
implementation of the induction
program Choosing the mentor
Training for observing
A lack of focus leaves the observation open to selective
perception, contrdictory explanations and false observation
Use of simpler forms of the tool for observation
Follow up
School culture
Changes in the induction program
(2013-14);;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;
Attendance of centrally based training
Financial incentives – reduction of working
periods
Mentoring as action research and a whole
school responsibility
Training program for newly appointed
head teachers
Areas in focus
Leadership and Development
Management and Organisation - Beginning of the
school year
Culture and school climate
Human resources
Teaching and learning
Training program for newly appointed
head teachers The head teacher - mentor
Presents examples of good practice
Discusses practices applied by the mentorees
Gives feedback
Four visits at the mentor’s school throughout the
year
agenda formulated in cooperation with the Pedagogical
Institute
the content of each meeting is finalized by the
participants’needs (use of a questionnaire on their
professional needs)
Use of Moodle to promote networking
Training program for newly appointed
head teachers 1st Meeting with the Mentor Headteacher
Development Plan for the school unit – Strategic planning for school
development and Improvement
Dealing with financial issues
Human Resource Management
Relations with School Council
2nd Meeting with the Mentor Headteacher
Communication (personnel, parents, pupils, Ministry of Education and
Culture, School Council)
Culture and Climate
Registrations
Planning the school year
School Development Plan
Training program for newly appointed
head teachers 3rd Meeting with the Mentor Headteacher
Teachers’ evaluation
Dealing with students’ problematic attitudes
Conflict resolution
Culture and Climate
School Development Plan
4th Meeting with the Mentor Headteacher
“Closing” procedures of the school year
School Self Evaluation
School Development plan
Mentoring as action research
Action research is about
systematising and validating something that is being done
already
ensuring that colleagues share their good practice and assist
each other in constantly improving teaching and learning.
Going beyond the role of a guide and supporter but a
provider of opportunities, similar to that of a parent in a
parent-child relationship
believe in the teacher’s future research
remove any fears or preconceptions that may have had
smooth the way and give work direction
confidence to carry out action research
THANK YOU!
Dr Pavlina Hadjitheodoulou – Loizidou
Head, Department of In-service teacher training
Cyprus Pedagogical Institute